SCHOOL-BASED MANAGEMENT

School-based management (SBM) is a DepEd thrust that

decentralizes the decision-making from the Central Office and field offices to individual schools to
enable them to “better respond to their specific education needs”.
 WHAT DOES SBM MEAN FOR SCHOOLS?
Schools and learning centers shall be empowered to make decisions on what is
best for the learners they serve. (RA 9155, Sec. 2)

Schools are provided with financial resources to implement programs, projects and
activities in their school improvement plans. (DO 12, s. 2014)
 SCHOOL-BASED MANAGEMENT

It also underscores the empowerment of the stakeholders in schools to enable

them to actively participate in the continuous improvement of
schools towards the attainment of higher student learning outcomes.
3
CONDUCTT OF ASSESSMENT T OF SBM LEVEL OF T
PRACTICE ASSESSMENT PROCEDURE: I
 Use D-O-D to validate evidence of SBM Practice
The ratings made by the evaluator in the Indicators Rubric shall be supported by
compelling evidence.
 Two kinds of evidence may be used: (1)
evidence of practice;
(2) evidence of tangible objects or artifacts.
These two examples of evidence will help the school engage in a thoughtful discussion 1. What
of answers to the following questions:
processes/practices are we implementing and are they adhering to the
assessment standards?
2. How do we know we are doing what we say we are doing?
 SBM assessment must focus on the evidence of standards as practiced in the
daily school operations and functions rather than in collection of reports,
records, and artifacts.
 The examples of evidence should make use of existing data on what the school
is doing.
* The idea is to reduce unnecessary time spent in data collection and increase
time for meaningful discussion, observation and interaction around the school’s
demonstration of the standards in practice.
 The examples of evidence are intended to begin but not limit
discussion as there are many other examples beyond those that are
given.
  The Assessment Tool uses evidence to determine a level of
SBM practice.
school’s
 DOD is a means of evaluating the validity or truthfulness of the
evidence.
 WHO MAY CONDUCT ASSESSMENT?
a. A school assessment committee conducts the DOD if
assessment is school initiated.
b. A Division assessment committee conducts the DOD if the
assessment is Division-initiated, or if the assessment is requested
by a school
 The
TT TSBM ASSESSMENT TOOL
 The Revised SBM Assessment tool is guided by the four
principles of A Child and Community- Centered Education
Systems (ACCESs).
 The ACCESs – A Child- and Community – centered Education Systems is
the “core value” in making education more relevant and child-centered,
increasing access and quality, and strengthening partnerships with
community stakeholders
Four ACCESs Principles:
a. Leadership and Governance b.
Curriculum and Instruction
c. Accountability and Continuous Improvement d.
Management of Resources
 The indicators of SBM practiced are contextualized an
on the ideals of ACCESs school system.
 The unit of analysis is the school system which are
classified as:
a. Developing b.
Maturing
c. Advanced (Accredited level).
 Rating
t Scalel
i
0 No evidence
1 Evidence indicates developing structures and place
mechanisms are in to demonstrate ACCEs
2 Evidence indicates planned practices and procedures
are fully implemented and aligned to ACCESs
3 Evidence indicates practices and procedures to satisfy
quality standards
 A.. LEADERSHIP
I AND GOVERNANCE
INDICATORS
1. In place is a Development Plan (e.g. SIP) developed collaboratively by the
stakeholders of the school and community.
2. The development plan (e.g. SIP) is regularly reviewed by the school community
to keep it up responsive and relevant to emerging needs, challenges and
opportunities
3. The school is organized by a clear structure and work arrangement that promote
shared leadership and governance and define the roles and responsibilities of the
stakeholders
4. A leadership network facilitates communication between and among school and
community leaders for informed decision-making and solving of school-community
wide-learning problems.
5. A long term program is in operation that addresses the training and
development needs of school and community leaders.
 SBM IIT
INDICATORS
INDICATORS 1 2 3
1. In place is a The development plan The development plan is The development plan is
Development Plan (e.g. guided by the school’s vision, evolved through the shared enhanced with the community
SIP) developed mission and goal (VMG) is leadership of the school and performing the leadership
collaboratively by the developed through the the community stakeholders. roles, and the school
stakeholders of the school leadership of the school and providing technical support
and community. the participation of some
invited community
stakeholders.

A.. LEADERSHIP
I AND GOVERNANCE
 SBM IIT
INDICATORS
INDICATORS 1 2
1. In place is a Approved/Accepted SIP/
Development Plan (e.g. Development plan with the
following documents:
SIP) developed
collaboratively by the *Letter of Invitation of the school
stakeholders of the school to some community stakeholders
and community. re: formulation of SIP/Dev’t
Plan ;
*ACR with pictorials or any
other documents proving that
SIP was developed through the
leadership of the school and
such was participated in by
some community stakeholders
A.. LEADERSHIP
I AND GOVERNANCE
Approved/Accepted SIP/ Dev’t
Plan with the following
documents:
*MOA/MOU by the school and
community stakeholders (as
parties) re: formulation of SIP/
Dev’t Plan
*Program of activities and
minutes of workshop or ACR
(with pictorials) or
any other documents proving that
SIP/ Dev’t Plan was developed
through the shared leadership of
the school and the community
3
Approved/ Accepted SIP &
Enhanced Dev’t Plan
with the following
documents: *Invitation of
the stakeholders to other
stakeholders and the school for
the enhancement of the SIP/
Dev’t Plan,
*Program of activities, minutes
of workshop & ACR (with
pictorials)or any other document
proving that there was
enhancement of SIP/ Dev’t Plan
& such activity was led by the
community & technical
assistance was provided by the
school
 SBM IIT
INDICATORS
INDICATORS 1 2 3
2. The development plan The school leads the The school and the The community
(e.g. SIP) is regularly regular review and community stakeholders stakeholders lead the regular
reviewed by the school improvement of the working as full partners, lead review and improvement
community to keep it up development plan. the continual review and process; the school
responsive and relevant to improvement of the stakeholders facilitate the
emerging needs, challenges development plan. process.
and opportunities

A.. LEADERSHIP
I AND GOVERNANCE
 SBM IIT
INDICATORS
INDICATORS 1 2
2. The development plan Improved/ Adjusted SIP/
(e.g. SIP) is regularly Dev’t Plan
with the following:
reviewed by the school *Letter of invitation of the
community to keep it up school to the stakeholders re:
responsive and relevant to Review & Improvement of the
emerging needs, challenges Dev’t Plan
and opportunities ACR (with pictorials) or
Any other documents (printed/
electronic) proving that the Dev’t
Plan as reviewed and improved
through the leadership of the
school
A.. LEADERSHIP
I AND GOVERNANCE
Improved/ Adjusted SIP/
Dev’t Plan with the
following:
MOA/ MOU by the school & the
community stakeholders (as
parties) re: Partnering for
continual review & improvement
of the Dev’t Plan, ACR (with
pictorials)
or
Any other documents
(printed/electronic) proving that
the school and the community
stakeholders worked as full
partners which led to the
continual review & improvement
of the Dev’t Plan
3
Improved/ Adjusted SIP/
Dev’t Plan with the
following:
*Invitation of community
stakeholders re: regular review
& improvement of the Dev’t
Plan, ACR (with pictorials)
or
Any other document (printed/
electronic) proving that the
community stakeholders led to the
regular review & improvement
process & the school facilitated
the process
 SBM IIT
INDICATORS
INDICATORS 1 2 3
3. The school is organized The school defines the The school and Guided by an agreed
by a clear structure and organizational structure, and community collaboratively organizational structure, the
work arrangement that the roles and responsibilities define the structure and the community stakeholders lead
promote shared leadership of stakeholders. roles and responsibilities of in defining the organizational
and governance and define stakeholders. structure and the roles and
the roles and responsibilities; school
responsibilities of the provides technical and
stakeholders administrative support.

A.. LEADERSHIP
I AND GOVERNANCE
 SBM IIT
INDICATORS
INDICATORS 1 2 3
School developed Organizational Organizational structures w/ Any of the ff: Minutes
3. The school is organized Structures with TORs/ identified roles and
by a clear structure and responsibilities of school stakeholders: TORs/ identified roles and of Meetings
-School Memo responsibilities bearing names of Resolutions/ MOAs/ MOUs
work arrangement that -Letter of invitation community and school Programs/ Matrices/ Pictorials
promote shared leadership -Designation letter/ Appointment signed
stakeholders as part of the (Reflecting names of community
by the School Head
and governance and define -Minutes of Meetings, ACR definition and formulation of the and school stakeholders leading/
the roles and -Resolutions/ MOAs/ MOUs organizational structure initiating the formation of
-Programs/ Matrices/ Pictorials
responsibilities of the -School Organizational structure chart with organizational structure with
stakeholders TORs & identified roles, responsibilities/ defined roles and responsibilities)
functions of personnel -Organized
stakeholders, Gen. Homeroom PTA, Alumni,
SGC, SPG, SBM Working Committee,
DRMM, MOOE TWG, Faculty Club
-Orientation on roles & responsibilities of
stakeholders
-Attendance
-Records of Simple mgmt.. tasks
delegated
-screenshots of communications (e.g. alumni,
etc.)

A.. LEADERSHIP
I AND GOVERNANCE
 SBM IIT
INDICATORS
INDICATORS 1 2 3
4. A leadership network A network has been The network actively The network allows
facilitates communication collaboratively established provides stakeholders easy exchange and access
between and among school and is continuously information for making to information sources
and community leaders for improved by the school decisions and solving beyond the school
informed decision-making community. learning and administrative community.
and solving of school- problems.
community wide-learning
problems.

A.. LEADERSHIP
I AND GOVERNANCE
 SBM IIT
INDICATORS
INDICATORS 1 2
4. A leadership network Any of the ff:
facilitates communication Principals Report on the
between and among school Progress of SIP/AIP
and community leaders for Implementation.
informed decision-making Transparency board
and solving of school- suggestion box
community wide-learning log sheets/log books or
problems. any information
network (MIS/SIS/s, etc.)
established functionally in
school
A.. LEADERSHIP
I AND GOVERNANCE
SIP/AIP Implementation Plan
and progress on SIP
implementation, reported to
the Brgy. Officials or
Municipal Executives
reflecting easy disclosure of
information about decisions to
learning and administrative
problems.
3
Any of the ff: Year
End School
Accomplishment Report
Cards widely disseminated to
stakeholders.
School Paper showing Year
End SARCs widely
disseminated to
stakeholders
On line accounts or any
functional/operational school
communication program
showing regular and easy
access to school information

INDICATORS
5. A long term program is in
operation that addresses the
training and development
needs of school and
community leaders.
A.. LEADERSHIP
SBM IIT
INDICATORS
1 2
Developing structures are
in place and analysis of the
competency and development
needs of leaders is conducted;
result is used to develop a
long-term training and
development program.
I AND GOVERNANCE
Leaders undertake training
modes that are convenient to
them (on-line, off-line, group
or home-based) and which do
not disrupt their regular
functions. Leaders monitor
and evaluate their own
learning progress.
3
Leaders assume
responsibility for their own
training and development.
School community leaders
working individually or in
group, coach and mentor one
another to achieve their
VMG.
 SBM IIT
INDICATORS
INDICATORS 1 2
5. A long term program is in Any of the following:
operation that addresses the NCBTS- NCBSSH TDNA
training and development Result, IPPD/ SPPD
needs of school and Professional Development
community leaders. profile of teachers/ non-
teaching personnel
Any document which would
prove that there is likewise a
program for community
stakeholders
A.. LEADERSHIP
I AND GOVERNANCE
Training design and ACR/
PTS/ on going professional
training and Development
Program with self assessment
and upgrading scheme and
shared by teachers and
community leaders
3
ACR on training and
Development Activities
Implementation plans
Barangay / municipal
Resolutions (reflecting school
T&D initiated/ led by the
school community leaders with
Job Embedded Learning
(JEL)
 B.. CURRICULUM
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INDICATORS
1. The curriculum provides for the development needs of all types of learners in the school community
2. The implemented curriculum is localized to make it more meaningful to the learners and applicable
to life in the community
3. 3. A representative group of school and community stakeholders develop the methods and materials for
developing creative thinking & problem solving
4. The learning systems are regularly and collaboratively monitored by the community using
appropriate tools to ensure the holistic growth and development of the learners and the community
5. Appropriate assessment tools for teaching and learning are continuously reviewed and improved, and
assessment results are contextualized to the learner and local situation and the attainment of relevant
life skills.
6. Learning managers and facilitators (teachers, administrators and community members) nurture
values and environments that are protective of all children and demonstrate behaviors consistent to
the organization’s Vision, Mission and Goals.
7. Methods and resources are learner and community-friendly, enjoyable, safe, inclusive, accessible and
aimed at developing self-directed learners. Learners are equipped with essential knowledge, skills, and
values to assume responsibility and accountability for their own learning.
 SBM IIT
INDICATORS
INDICATORS 1 2
1. The curriculum All types of learners of the
provides for the school community are
development needs of all identified, their learning
types of learners in the curves assessed; appropriate
school community programs with its support
materials for each type of
learner is developed.
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Programs are fully
implemented and closely
monitored to address
performance discrepancies,
benchmark best practices,
coach low performers, mentor
potential leaders, reward high
achievement that makes
learning meaningful and
enjoyable.
3
The educational needs of
all types of learners are being
met as shown by continuous
improvement on learning
outcomes and products of
learning. Teachers’ as well as
students’ performance is
motivated by intrinsic rather
than extrinsic reward. The
schools’ differentiated
program is frequently
benchmarked by other
schools.
 SBM IIT
INDICATORS
INDICATORS 1 2
1. The curriculum Established Assessment System
provides for the with results (Phil-IRI,
numeracy test, Multiple
development needs of all Intelligences Assessment
types of learners in the Result, Academic Performance
school community Chart, etc.) Learners’ profile
( student tracking system)
Support Materials (IM’s,
Competency Based Budget of
Lessons, Lesson Exemplars)
Any Program/Project to address
learning deficits/ performance
discrepancies e.g. RRE/ Reading
Program Intervention Materials
and ADM Modules
Research Proposal
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3
School Supervisory Plan Improved learning outcomes
(monthly) (Achievement Rate,
Monthly Supervisory Report Any Promotion Rate, Failure Rate)
Program/Project to address Log Book/Record Sheet/
performance discrepancies/ showing names of visitors
deficits/gaps e.g. RRE, School benchmarked school’s initiated
Remedial Program programs/projects School’s Best
/ Reading Program/ ADMs Practices Accomplishment
Implementation Report Report Research Outcomes
ACR/Narrative Report of
INSETs conducted
ACR and copy of program for
periodic recognition (e.g. quarterly
convocation/ year - end
recognition rites) Conducted
Research

INDICATORS
2. The implemented
curriculum is localized to
make it more meaningful to
the learners and applicable
to life in the community
SBM IIT
INDICATORS
1 2
Local beliefs, norms,
values, traditions, folklores,
current events, and existing
technologies are documented
and used to develop a lasting
curriculum. Localization
guidelines are agreed to by
school community and
teachers are properly oriented.
The localized curriculum
is implemented and monitored
closely to ensure that it makes
learning more meaningful
and pleasurable, produced
desired learning outcomes,
and directly improves
community life. Ineffective
approaches are replaced and
innovative ones are developed
3
Best practices in
localizing the curriculum are
mainstreamed and
benchmarked by other
schools. There is marked
increase in number of
projects that uses the
community as learning
laboratory , and the school as
an agent of change for
improvement of the
community.

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INDICATORS
2. The implemented
curriculum is localized to
make it more meaningful to
the learners and applicable
to life in the community
B.. CURRICULUM
I ANDITTI
SBM IIT
INDICATORS
1 2
Compilation of local literature Sample
Lessons showing its utilization Lesson Plans
showing the integration of local literature
ACR on the crafting of localized curriculum
guidelines duly signed by school
community
Copies of localized/contextualized
IMs/LMs Copies of
contextualized/localized
IMs/supplementary LMs
-Supervisory report on contextualized IMs
-List of contextualized LCs
-Copies of contextualized LPs/logs
showing the use of community as a
learning laboratory
-Records of schools that benchmarked
the best practices
-Copies of contextualized CGs per Las -List
of trainings conducted on
localization/contextualization of materials
-Numbers of contextualized materials
INSTRUCTION
M & E/Supervisory Report on
localized curriculum Adjusted
localized curriculum
Sample performance outputs
that could be utilized to
improve community life (e.g.
solid waste management, tree
planting/ linis bayan activity,
etc.)
Initiated by school
3
Log Book/Record Sheet
showing names of visitors
who benchmarked good or
best practices of school’s
localized curriculum
Accomplishment Report on
the School’s Best Practices in
Localizing the Curriculum
Any document/s of school’s
initiated project that uses the
community as a learning
laboratory (e.g. school-
community livelihood
projects) Evidences of
improved performance

INDICATORS
3. A representative group of
school and community
stakeholders develop the
methods and materials for
developing creative thinking
& problem solving
SBM IIT
INDICATORS
1 2
A representative team of
school and community
stakeholders assess content
and methods used in teaching
creative, critical thinking and
problem solving. Assessment
results are used as guide to
develop materials
Learning materials and
approaches to reinforce
strengths and address
deficiencies are developed
and tested for applicability in
school, family and
community.
3
Materials and approaches
are being used in school, in
the family and in community
to develop critical, creative
thinking and problem solving
community of learners and are
producing desired results.

B.. CURRICULUM
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 SBM IIT
INDICATORS

. I ITT
 SBM IIT
INDICATORS
INDICATORS 1 2 3
4. The learning systems A school-based The school-based The monitoring system is
are regularly and monitoring and learning monitoring and learning accepted and regularly used
collaboratively monitored system is conducted systems generate feedback that for collective decision
by the community using regularly and cooperatively; is used for making decisions making.
appropriate tools to and feedback is shared with that enhance the total
ensure the holistic growth stakeholders. development of learners.
and development of the A committee take care of
learners and the The system uses a tool that the continuous improvement The monitoring tool has
community monitors the holistic of the tool. been improved to provide
development of learners. both quantitative and
qualitative data.

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 SBM IIT
INDICATORS
INDICATORS 1 2 3
Procedure on the conduct of Monitoring Feedback mechanism for a well- Result on the regular conduct of
4. The learning systems Evaluation & Adjustment (SMEA)
are regularly and Terms of Reference (TORs) of school’s M & informed decision making (e.g. School Monitoring Evaluation and
E team (SMET) suggestion box, text brigade, Adjustment (SMEA)
collaboratively monitored SIP/AIP-based Monitoring & Evaluation forums /assembly) Updated/improved M & E Tool
by the community using instrument /tool Schedule on the conduct
Minutes of meeting of the M & E designed by the School M & E
of SMEA
appropriate tools to team before the conduct of School Team duly approved by the
ensure the holistic growth School Monitoring & Evaluation Monitoring, Evaluation & School Head/ SGC
Adjustment (SMEA) System
and development of the -Feedback mechanism such as suggestion
Adjustment (SMEA)
learners and the box, text brigade, forums, assembly meeting Record of M & E related
community -Improved M&E tool such as survey & activities conducted
analysis, SMEA result duly spproved by SH
-Monitoring schedule and meetings of
Stakeholders
-Activity Completion Report
(ACR)/Accomplishment Report with
proper documentations of M&E related
activities
-SIP/AIP-based monitoring instrument

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INDICATORS
5. Appropriate assessment
tools for teaching and
learning are continuously
reviewed and improved, and
assessment results are
contextualized to the learner
and local situation and the
attainment of relevant life
skills.
SBM IIT
INDICATORS
1 2
The assessment tools are
reviewed by the school and
assessment results are
shared with school’s
stakeholders.
The assessment tools are
reviewed by the school
community and results are
shared with community
stakeholders.
3
School assessment results
are used to develop learning
programs that are suited to the
community, and customized
to each learners’ context,
results of which are used for
collaborative decision-
making.

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INDICATORS
5. Appropriate assessment
tools for teaching and
learning are continuously
reviewed and improved, and
assessment results are
contextualized to the learner
and local situation and the
attainment of relevant life
skills.
B.. CURRICULUM
I ANDITTI
SBM IIT
INDICATORS
1 2
Schools M&E team (SMET)
-SIP/AIP-based Monitoring &
Evaluation Instrument Tool
-Schedule on the conduct of SMEA The
assessment tools are reviewed by the school
and assessment results are shared with
schools stakeholders. Evidence:
-Competency based Test materials duly
checked/approved by the School Head
(e.g. Table of Specifications, Periodical
Test Questions, Test Item Analysis, Item
Bank, other test materials, etc.)
-ACR on the conduct of activity relative to
sharing of assessment results with schools
stakeholders (e.g. quarterly issuance of
Pupil/Student Report Card, issuance of NAT
and NCAE results to parents
-Item analysis per learning area
INSTRUCTION
Minutes of meeting of the M&E team
before the conduct of School
Monitoring, Evaluation and
Adjustment (SMEA)
Record of M&E related activities
conducted
The assessment tools are
reviewed by the school
community and results are
shared with community
stakeholders.
Evidence:
-Structure in charge of the review and
improvement of the assessment tools
(list and TOR)
-Minutes of meeting /ACR/on:
-review of assessment tools
participated by stakeholders
3
-School Assessment results are used to
develop learning programs that are
suited to community, and customized
to each learner’s context, results of
which are used for collaborative
decision-making
Evidence:
Any document of a
functional/operational community
based initiated programs and/or
projects (e.g. Community Learning
Centers) conceptualized to address
the learning deficits/discrepancies of
the learners based from the school
assessment results. Community
initiated program
 SBM IIT
INDICATORS
INDICATORS 1 2
6. Learning managers and Stakeholders are
facilitators (teachers, aware of child/ learner-
administrators and centered, rights-based, and
community members) inclusive principles of
nurture values and education.
environments that are
protective of all children
and demonstrate behaviors
consistent to the Learning managers and
organization’s Vision, facilitators conduct activities
Mission and Goals. aimed to increase
stakeholders awareness and
commitment to fundamental
rights of children and the
basic principle of educating
them.
3
Stakeholders begin to Learning
practice child/ learner- environments, methods and
centered principles of resources are community
education in the design of driven, inclusive and adherent
support to education. to child’s rights and
protection requirements.
Learning managers and
Learning mangers and facilitators observe learners’
facilitators apply the rights from designing the
principles in designing curriculum to structuring the
learning materials. whole learning environment.

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 SBM IIT
INDICATORS
INDICATORS 1 2
6. Learning managers and List of Children’s Rights and
facilitators (teachers, Responsibilities (in Filipino or
vernacular) strategically
administrators and placed/posted in a very
community members) conspicuous place
nurture values and School policies which spell out the
environments that are rights of children ACR/ Minutes
protective of all children of Meeting on the conduct of
and demonstrate behaviors activity relevant to learner-
consistent to the centered, right-based, and
organization’s Vision, inclusive principles of
education /A Child & Community-
Mission and Goals. Centered Education Systems
(ACCESs)
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Barangay Dev. Plan/ Municipal
Investment Plan showing
supports to education which are
anchored on child/ learner-
centered principles of education
Four As (Activity, Analysis,
Abstraction and Application)
based lesson plans using/
integrating GAD and ABC
principles in the key behavior
indicator/value aim
3
At least 70% of all of the 7
domains of the Child Friendly
School System (CFSS) tool are
satisfied. ACCESS compliant
school plans ( AIP / SIP )
School and community record of
activities showing concern to
children

INDICATORS
7. Methods and resources
are learner and community-
friendly, enjoyable, safe,
inclusive, accessible and
aimed at developing self
-directed learners. Learners
are equipped with essential
knowledge, skills, and
values to assume
responsibility and
accountability for their own
learning.
SBM IIT
INDICATORS
1 2
Practices, tools and
materials for developing self-
directed learners are highly
observable in school, but not
in the home or in the
community.
Learning programs are
designed and developed to
produce learners who are
responsible and accountable
for their learning.
Practices, tools and
materials for developing self-
directed learners are
beginning to emerge in the
homes and in the community.
The program is
collaboratively implemented
and monitored by teachers
and parents to ensure that it
produces desired learners
3
There is a continuous
exchange information,
sharing of expertise and
materials among the schools,
home and community for
the development of self-
directed learners.
The program is
mainstreamed but
continuously improved to
make relevant to emergent
demands.

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INDICATORS
7. Methods and resources
are learner and community-
friendly, enjoyable, safe,
inclusive, accessible and
aimed at developing self
-directed learners. Learners
are equipped with essential
knowledge, skills, and
values to assume
responsibility and
accountability for their own
learning.
B. CURRICULUM AND INSTRUCTION
. I
SBM IIT
INDICATORS
1 2 3
Learning Competency Directory (LCD) per subject LCDs are shared with the parents ACR on community based FGD on
posted in the classroom (it is anchored on the
for them to guide the learning LCD utilization Document/record of a
budget of lesson per subject which reflects the
competencies covered in every grading period, date activities of their children sustained and/or improved program for
of delivery, topics to be discussed, activities/
exercises to be used, book title and page number)
a self-directed learners
Learner’s PORTFOLIO
RUBRICS developed by the learners Any
document of a functional school program to
produce learners who are
accountable for their learning e.g. modular
instruction, peer tutoring and/or Youth Peer
Education
Gender and Development
-Learners Progress Report & Assessment
-Minutes of FGD on Learning Competencies
-Portfolio/Materials/IMS/Modules/SLK
-Learning Competency Directory/Budgeted Lesson
per subject per quarter
-Parent-Teacher Conference
-Recognition Program per quarter
-Bulletin Board
-Awarding/ Recognizing of learners
-Rubrics for Assessment developed by
learners
-Remediation/Enrichment/Intervention
Program
ITTI
C.. ACCOUNTABILITY
TI IT AND CONTINUOUS
T IT
IMPROVEMENT I
INDICATORS
1. Roles and responsibilities of accountable person/s and collective body/ies are clearly
defined and agreed upon by community stakeholders
2. Achievement of goals is recognized based on a collaboratively developed performance
accountability system; gaps are addressed through appropriate action.
3. The accountability system is owned by the community and is continuously enhanced to
ensure that management structures and mechanisms are responsive to the emerging
learning needs and demands of the community
4. Accountability assessment criteria and tools, feedback mechanisms, and information
collection and validation techniques and process are inclusive and collaboratively
developed and agreed
5. Participatory assessment of performance is done regularly with the
community. Assessment results and lessons learned serve a basis for
feedback, technical assistance, recognition and plan adjustment.
 SBM IIT
INDICATORS
INDICATORS 1 2 3
1. Roles and There is an active The stakeholders are Shared and participatory
responsibilities of party that initiates engaged in clarifying and processes are used in
accountable person/s and clarification of the roles and defining their specific roles determining roles,
collective body/ies are responsibilities in education and responsibilities. responsibilities, and
clearly defined and agreed delivery. accountabilities of
upon by community stakeholders in managing and
stakeholders supporting education.
C.. ACCOUNTABILITY
TI IT AND CONTINUOUS
T IT
IMPROVEMENT I
 SBM IIT
INDICATORS
INDICATORS 1 2 3
1. Roles and School has an organized team that Presence of the ff: Minutes of Presence of the ff:
defines the roles and responsibilities of meeting/ FGD ACR School Handbook
responsibilities of the following: PTA,SGC, School’s Result of Focused Group Memorandum of Agreement/
accountable person/s and Finance Team PGO/SGO Discussion (FGD) Showing Covenant/Contract
collective body/ies are SIP Teams involvement of (Duly signed by stakeholders to signify
Grievance Committee stakeholders in clarifying and their accountabilities and
clearly defined and agreed Other Committees defining their specific roles and responsibilities in managing and
upon by community List of roles and responsibilities functions through a flow chart supporting education)
stakeholders
Level 1
-PTA Level 2
-SGC -Presence of the ff: Level 3
-SIP Team -minutes of meeting -Presence of the ff: School
-Grievance Committee -Result of Focused Handbook MOA (duly
-School Finance Team -Group Discussion (FGD) signed by
-List of Roles & responsibilities -Involvement of stakeholders stakeholders) Other
(pictorials) Documents
-School organizational chart
- Profile of teachers & Personnel
-PTA bulletin board in classroom
-Conflict Management Report
C.. ACCOUNTABILITY
TI IT AND CONTINUOUS
T IT
IMPROVEMENT I

INDICATORS
2. Achievement of goals is
recognized based on a
collaboratively developed
performance accountability
system; gaps are addressed
through appropriate action.
SBM IIT
INDICATORS
1 2 3
Performance A community-level A community-accepted
accountability is practiced at accountability system is performance accountability,
the school level. evolving from school-led recognition and incentive
initiatives. system is being practiced.
C.. ACCOUNTABILITY
TI IT AND CONTINUOUS
T IT
IMPROVEMENT I

INDICATORS
2. Achievement of goals is
recognized based on a
collaboratively developed
performance accountability
system; gaps are addressed
through appropriate action.
SBM IIT
INDICATORS
1 2 3
System on School Monitoring System on School Monitoring Evaluation & Accomplishment reports /MOA duly signed
Evaluation & Adjustment (SMEA) Adjustment (SMEA) is established and by stakeholders Institutionalized
Structure regularly conducted SMEA Result both Recognition & incentive system
Procedure quantitative & qualitative Programs/memos on school-based awards
Tools/instrument Feedback from stakeholders (through giving
suggestion box, text brigade, forum/ List of awardees stakeholders (internal &
assembly,) external)
INDICATE CRITERIA PER
State of the School Address (SOSA) INDICATOR
-School Organizational Chart MOV’s INDICATE
-Performance Accountability System BARANGAY
OFFICIALS RECORD OF SCHOOL PERSONNEL
-Rewards and incentives system
ALUMNI LEARNERS AND Stakeholders
-PTA/SGC Assembly ASSOCIATION
-PTA Initiated Project Participation
C.I. TEAM
-School Report Card (SRC) SBM
Additional Supporting documents such as: STAKEHOLDERS -school
TEAM -led organization election
Narrative Report with pictures Attendance 2 RECORDS
Proofs/evidence- clearly defined
Copy of D/R Meeting
(accountability)-shared governance
Attendance Signed
(role/responsibility)
Agreement Oath of
Office
2. Policy formulation
3. Resolutions/amendments
C.. ACCOUNTABILITY
TI IT AND CONTINUOUS
T IT
IMPROVEMENT I

INDICATORS
3. The accountability system
is owned by the community
and is continuously
enhanced to ensure that
management structures and
mechanisms are responsive
to the emerging learning
needs and demands of the
community
SBM IIT
INDICATORS
1 2
The school articulates
the accountability assessment
framework with basic
components, including
implementation guidelines to
the stakeholders.
3
Stakeholders are School community
engaged in the stakeholders continuously
development and and collaboratively review
operation of an and enhance accountability
appropriate systems’ processes,
accountability mechanisms and tools.
assessment system.
C.. ACCOUNTABILITY
TI IT AND CONTINUOUS
T IT
IMPROVEMENT I

INDICATORS
3. The accountability system
is owned by the community
and is continuously
enhanced to ensure that
management structures and
mechanisms are responsive
to the emerging learning
needs and demands of the
community
SBM IIT
INDICATORS
1 2 3
Any school’s initiated accountability ACR/accomplishment Any report of an activity
assessment framework with structure &
implementing guidelines (as part of the Report/Minutes of Meeting duly conducted for the review and
school handbook) Communication letter signed by the stakeholders who enhancement of the school
Pictorials Attendance participated in the crafting of the initiated assessment system-it’s
Sheet
accountability assessment processes, TORs of members and
Minutes of meetings containing the framework. the tools Adjusted assessment
suggestions for improvement or the like Any document showing that the system Resolution for any
system is operational adjustments that will be
collaboratively approved by the
Accountability, records, transparency, board, stakeholders
F.S. documents
-SOBA by Brgy. Chairman during Christmas
Gathering or Graduation Program
_SOSA by the School Head during Graduation
Program
-SRC-School Report Card
-PTA Project proposal
-Brigada Eskwela reports
-ASP-Quarterly Reports
-Monitoring and Evaluation tool for program
& projects
C.. ACCOUNTABILITY
TI IT AND CONTINUOUS
T IT
IMPROVEMENT I
 SBM IIT
INDICATORS
INDICATORS 1 2 3
4. Accountability The school, with the Stakeholders are Stakeholders
assessment criteria and participation of the engaged in the continuously and
tools, feedback stakeholders, articulates an development and collaboratively review and
mechanisms, and accountability assessment operation of an enhance accountability
information collection and framework with basic appropriate systems; processes,
validation techniques and components, including accountability mechanisms and tools.
process are inclusive and implementation guidelines assessment system
collaboratively developed
and agreed
C.. ACCOUNTABILITY
TI IT AND CONTINUOUS
T IT
IMPROVEMENT I
 SBM IIT
INDICATORS
INDICATORS 1 2 3
4. Accountability
School-Based Accountability Assessment Framework
-Structure -Processes -Tools School-Based Accountability School-Based Accountability
With the following documents:
assessment criteria and Invitation letter to stakeholders Assessment Framework Assessment Framework
Minutes in the articulation of the Accountability
-Structure -Structure
tools, feedback Assessment Framework
School-Based Accountability Assessment System
-Processes -Processes
developed
mechanisms, and . Documents Showing: -Tools -Tools
information collection and 1. Organization of the School Accountability and
Assessment Body (to monitor and evaluate school systems With the following With the following
validation techniques and and processes on C.I.)
2. Addressing Gaps on Learning Outcomes 2.1 documents: Quarterly documents:
process are inclusive and School Forms
2.2 School-Initiated Programs (C.I) 2.3 accomplished/utilized Any document showing the
collaboratively developed
School M& E
2.4 Awards System accountability assessment tools continuous and collaborative
and agreed
3. Organization of SGC-CI 3.1
SEC registration (SHs, T’s, Pupils, Parents, review and enhancement of
3.2 SGC Commitment Form
3.3 CI Action Plan/Implementation Plan 3.4 CI External Stakeholders) accountability system; processes,
Accomplishment Report
3.5 M&E Tool-CI mechanism and tools
3.6 Transparency Board
Or any document proving the
Letter of invitation to stakeholders on the development and
implementation of M&E and reporting processes on resource engagement in the development
management
-Attendance Sheet and operation of the accountability
-SMEA structure with TOR
-ACR on the development and implementation of M&E and assessment system
reporting process and resource management Quarterly/Annually
SMEA report
-School Community Stakeholders implementation report on the
M&E & reporting system for resource
Pictorials
-Suggestion Box
-Survey Questionnaire
Financial statement of generated fund Copy of
minutes of the meeting
C.. ACCOUNTABILITY
TI IT AND CONTINUOUS
T IT
IMPROVEMENT I

INDICATORS
5. Participatory assessment
of performance is done
regularly with the
community. Assessment
results and lessons learned
serve a basis for feedback,
technical assistance,
recognition and plan
adjustment.
SBM IIT
INDICATORS
1 2 3
School initiates Collaborative conduct of School-community
periodic performance performance assessment developed performance
assessments with the informs planning, plan assessment is practiced and is
participation of the adjustments and requirements the basis for improving
stakeholders for technical assistance. monitoring and evaluation
systems, providing technical
assistance, and recognizing
and refining plans.
C.. ACCOUNTABILITY
TI IT AND CONTINUOUS
T IT
IMPROVEMENT I

INDICATORS
5. Participatory assessment
of performance is done
regularly with the
community. Assessment
results and lessons learned
serve a basis for feedback,
technical assistance,
recognition and plan
adjustment.
SBM IIT
INDICATORS
1 2 3
Quarterly Report on School Integrated SMEA results to: SMEA served as basis for: -
Monitoring Evaluation & SIP/AIP Adjusted SIP/AIP
Adjustment Technical Assistance Plan -Adjusted Monitoring &
Evaluation System
1. Electronic Management -Adjusted Technical
Information System Assistance Plan
2. School policies, rules and regulations,
memoranda & orders 3. Student/Pupils
Handbook
4. Annual Report
5. Academic & co-curricular activities reports
6. Transparency Board
7. Programs & Projects (PAPs)
mandated
8. DepEd Orders, Memoranda,
Policies and Guidelines
9. Instructional Materials Inventory
10. Teachers made LMs/IMs Inventory 11.
School Property Inventory
12. Schools Initiated Program and
Projects
13. National Gardening Program
C.. ACCOUNTABILITY
TI IT AND CONTINUOUS
T IT
IMPROVEMENT I
 D.. MANAGEMENT
T OF RESOURCES
INDICATORS
1. Regular resource inventory is collaboratively undertaken by learning managers,
learning facilitators, and community stakeholders as basis for resource allocation
and mobilization.
2. A regular dialogue for planning and resource programming, that is accessible and
inclusive, continuously engage stakeholders and support implementation of
community education plans
3. In place is a community-developed resource management system that drives
appropriate behaviors of the stakeholders to ensure judicious, appropriate, and
effective use of resources.
4. Regular monitoring, evaluation, and reporting processes of resource
management are collaboratively developed and implemented by the learning
managers, facilitators and community stakeholders.
5. There is a system that manages the network and linkages which strengthen and
sustain partnerships for improving resource management.

INDICATORS
1. Regular resource
inventory is collaboratively
undertaken by learning
managers, learning
facilitators, and community
stakeholders as basis for
resource allocation and
mobilization.
D.. MANAGEMENT
SBM IIT
INDICATORS
1 2
Stakeholders are
aware that a regular resource
inventory is available and is
used as basis for resource
allocation and mobilization
T OF RESOURCES
Resource inventory is
characterized by regularity,
increased participation of
stakeholders, and
communicated to the
community as the basis for
resource allocation and
mobilization.
3
Resource inventories
are systematically developed
and stakeholders are engaged
in a collaborative process to
make decision on resource
allocation and mobilization.
 SBM IIT
INDICATORS

.T
 SBM IIT
INDICATORS
INDICATORS 1 2 3
2. A regular dialogue for Stakeholders are Stakeholders are regularly Stakeholders
planning and resource invited to participate in the engaged in the planning and collaborate to ensure timely
programming, that is development of an resource programming, and in and need-based planning and
accessible and inclusive, educational plan in resource the implementation of the resource programming and
continuously engage programming, and in the education plan. support continuous
stakeholders and support implementation of the implementation of the
implementation of educational plan. education plan.
community education plans

D.. MANAGEMENT
T OF RESOURCES
 SBM IIT
INDICATORS
INDICATORS 1 2 3
Timely issuance of memo and minutes of regular Proof of support that amount has been Rendering of monthly/bi-
2. A regular dialogue for meetings (with attendance sheets) of the finance generated and deposited in banks monthly/quarterly/ semestral/annual
planning and resource team (school level) Timely issuance of memo and
concerned DepEd personnel and invitation to
consultative
conference with finance/management team,
programming, that is external stakeholders/GA’s for regular stakeholders, funding agencies and donors
conferences Updated status report of resources generated
accessible and inclusive, Regular posting of financial statements/financial and disbursement for the intended purpose
continuously engage report rendered to stakeholders during the
conference
Updated financial statement posted on the
transparency board
stakeholders and support Sustained resource generation to support the
school SIP implementation
implementation of
All suggested MOVs can be considered as proof
community education plans Stakeholders forum & appreciation report
of accomplishment Transparency board
-pictures All suggested MOVs can be considered as proof
(updated Liquidation report duly signed by the
-programs of accomplishment Transparency board
respective signatories
-invitation letters (updated Liquidation report duly signed by the
-memorandum respective signatories
-minutes
-attendance
-certificates/plaques
Presence of transparency board with updated
financial statement Journals of
Accomplishment,
Achievements & Initiated Projects done

D.. MANAGEMENT
T OF RESOURCES

INDICATORS
3. In place is a community-
developed resource
management system that
drives appropriate
behaviors of the
stakeholders to ensure
judicious, appropriate, and
effective use of resources.
D.. MANAGEMENT
SBM IIT
INDICATORS
1 2 3
Stakeholders support Stakeholders are Stakeholders sustain the
judicious, appropriate, and engaged and share expertise implementation and
effective use of resources. in the collaborative improvement of a
development of resource collaboratively developed,
management system. periodically adjusted, and
constituent- focused resource
management system.
T OF RESOURCES

INDICATORS
3. In place is a community-
developed resource
management system that
drives appropriate
behaviors of the
stakeholders to ensure
judicious, appropriate, and
effective use of resources.
D.. MANAGEMENT
SBM IIT
INDICATORS
1 2
Copy of the Barangay /Municipal/ Provincial
Annual Budget plan reflecting allocation for the
school
Copy of resolution for IRA, Municipal
/Provincial SEF
Copy of the disbursement voucher of the fund
allocated for the school with photocopied cheque
Report (B1/B1.b
Deeds of Donation & Deeds of
Acceptance
-Barangay Assembly Report -AIP
( Barangay/School)
-Copy of Minutes of the Meeting with the Brgy.
Officials and School Working/Planning Team
-Letter of invitation from School and from
Barangay
MOA/MOV on-going proposed PPAs -WFP
Copy of Brgy./Municipal/Provincial Annual
Budget Plan reflecting allocation for the school
(optional)
Copy of resolution for IRA, Municipal/
Provincial SEF (optional)
T OF RESOURCES
Financial disbursements of the fund
provided by the barangay/municipal/
provincial Letter of invitation for the
school head to attend budgeting and
planning coming from the barangay
council/municipal office/provincial
office/NGOs Copy of minutes from the
barangay secretary/ municipal office/
provincial office
Records of PTA Annual Progress
Report and Financial Report Pledge of
commitment from stakeholders
Records of PPA supported by the
stakeholders
Records of contributions and
proceeds from stakeholders
3
SRC showing the significant decrease
in the number of non-
serviceable/repairable school facilities
Write-up on school community
developed resource management
system
ACR on Brigada Eskwela and other
activities supported by the
barangay /municipal/
provincial/NGOs etc.
Copy of Brgy./Municipal/Provincial
Annual Budget Plan reflecting
allocation for the school
 SBM IIT
INDICATORS
INDICATORS 1 2 3
4. Regular monitoring, Stakeholders are Stakeholders Stakeholders are
evaluation, and reporting invited to participate in the collaboratively participate in engaged, held accountable
processes of resource development and the development and and implement a
management are implementation of implementation of collaboratively developed
collaboratively developed monitoring, evaluation, and monitoring, evaluation, and system of monitoring,
and implemented by the reporting processes on reporting processes on evaluation and reporting for
learning managers, resource management. resource management. resource management
facilitators and community
stakeholders.

D.. MANAGEMENT
T OF RESOURCES
 SBM IIT
INDICATORS
INDICATORS 1 2 3
4. Regular monitoring, Letter of invitation to ACR on the development and School Community
evaluation, and reporting stakeholders on the development implementation of monitoring, stakeholders implementation
and implementation of evaluation, and reporting report on the M & E and
processes of resource monitoring, evaluation, and processes on resource reporting system for resource
management are reporting processes on resource management Quarterly/Annual management
collaboratively developed management With proof of SMEA report Add –on documentations such
and implemented by the attendance i.e. certificate of as pictorials etc….
learning managers, appearance/travel order,
facilitators and community attendance sheet
stakeholders. SMEA structure with terms of
reference

D.. MANAGEMENT
T OF RESOURCES
 SBM IIT
INDICATORS
INDICATORS 1 2 3
5. There is a system that An engagement Stakeholders support a An established system
manages the network and procedure to identify and system of partnerships for of partnership is managed and
linkages which strengthen utilize partnerships with improving resource sustained by the stakeholders
and sustain partnerships stakeholders for improving management. for continuous improvement
for improving resource resource management of resource management.
management. evident.

D.. MANAGEMENT
T OF RESOURCES
 SBM IIT
INDICATORS

.T
 Scoring
r Instructions
I trti
i assigned percentage weights on the basis
1. The four (4) principles were
of their relative importance to the aim of the school (improved learning
outcomes and school operations):
 Leadership and Governance 30%
 Curriculum and Learning 30%
 Accountability and Continuous Improvement 25%
 Management Resources 15%

2. Each principle has several indicators. Based on the results of the D-O-
D, the evidence is summarized and a consensual rating is arrived at.
What rating would one give to each indicator
 Scoring
r Instructions
I trti
3. Rate the items by checkingi the appropriate boxes. These are the
points earned by the school for the specific indicator. The rating scale is:
0 No evidence
1 Evidence indicates developing structures and mechanisms are in
place to demonstrate ACCEs
2 Evidence indicates planned practices and procedures are fully
implemented and aligned to ACCEs
3 Evidence indicates practices and procedure satisfy quality
standards
 Scoring
r Instructions
I trti
i by the respondents; edit them for errors
4. Assemble the Rubrics rated
like double entries or incomplete responses;
5. Count the number of check marks in each indicator and record in
the appropriate box inside the summary table for the area/ standard
rated;
6. Multiply the number of check marks in each column by the points
(1-3);
7. Get the average rating for each principle by dividing the total score by
the number of indicators of the principle;
8. Record the average ratings for the principle in the Summary Table
for the computation of the General Average;
9. Multiply the rating for each principle by each percentage weight
to get the weighted average rating;
10. To get the total rating for the four principles, get the sum of all the
weighted ratings. The value derived is the school rating based on the
DOD;
11. The level of practice will be computed based on the criteria below:
60% based on improvement of learning outcomes; 40%
according to the validated practices using DOD
12. The resulting score will be interpreted as:
Developing, Maturing, Advanced
 Description
ri ti of SBM
f Level of
l Practice
f rti The
resulting levels are described as follows:
0.5- 1.4 Developing
1.5- 2.4 Maturing
2.5- 3.5 Advanced
Level I: DEVELOPING- developing structures and mechanisms with acceptable
level and extent of community participation and impact on learning outcomes.
Level II: MATURING- introducing and sustaining continuous improvement
process that integrates wider community participation and significantly improve
performance and learning outcomes.
Level III: ADVANCED (ACCREDITED)- Ensuring the production of intended
outputs/ outcomes and meeting all standards of a system fully integrated in the local
community and is self- renewing and self- sustaining.